2017 Mawarra Public School Annual Report · [email protected] 4658 0990 Message from...

Mawarra Public SchoolAnnual Report

2017

4466

Printed on: 5 March, 2018Page 1 of 19 Mawarra Public School 4466 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Mawarra Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Paul Mallia

Principal

School contact details

Mawarra Public SchoolMacarthur RdCamden, 2570www.mawarra-p.schools.nsw.edu.aumawarra-p.School@det.nsw.edu.au4658 0990

Message from the Principal

In 2017 Mawarra has continued to provide numerous outstanding opportunities to students at the school, which aim todevelop and educate the whole child. These successes have again been achieved through a balanced curriculum,quality teaching and supportive welfare programs. The number of extra–curricular opportunities available for students atMawarra, clearly prepares them for a life beyond primary school.

The school plan was in its third and final year, and evaluation of data about the achievements of the school over the pastthree years led to informed decision making with regard to the upcoming plan for 2018–2020.

Academically, the school's teaching and learning programs again led to encouraging results in external testing. Theseresults are supported by the analysis of school based data.

All staff participated in school–based professional learning in spelling, grammar, numeracy, the use of technology in theclassroom, and aspects of student welfare.

Well being programs have endeavoured to meet the needs of all students, building resilience and leadership. PeerSupport was consolidated and a School Chaplain was most successful in providing additional support to students.

The school has improved communication through the use of ICT, with School ENews and the use of the Tell Them FromMe surveys.

I certify that the information provided in this report is the result of a vigorous school assessment and review process,undertaken with staff, parent and student input and provides a balanced and genuine account of the school’sachievements and areas for development.

Paul Mallia


School background

School vision statement

At Mawarra Public School our vision is to maximise the potential of all our students.

School context

Mawarra Public School is situated in Elderslie adjacent to the town of Camden.

The school is proud of its excellent academic achievements. Mawarra is recognised for providing experiences for itsstudents in school band, choir, drumming, dance, sport, public speaking and debating.

The school has an excellent student welfare program and an active learning support team. Mawarra’s vision is tomaximise the potential of all our students to ensure that they achieve personal excellence. This is achieved throughdedicated staff providing quality teaching, quality learning opportunities and a happy, caring and encouragingenvironment.

Information and communication technology is consistently used as a tool across all K–6 classrooms to enhance andsupport 21st century learning.

With an indigenous enrolment of only 3% and students from a background other than English making up only 4% of theschool’s population, the school attracts little additional funding from these areas in the resource allocation model. Theschool’s ‘Index of Community Socio–EducationalAdvantage’ (ICSEA) is 1040 (Australian Average 1000), once againlimiting the amount of additional funding to support students from low socio–economic disadvantage.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued. This year, our school undertook self–assessment using theSchool Excellence Framework. The framework supports public schools throughout NSW in the pursuit of excellence byproviding a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

In the domain of Learning, the school continues to focus and celebrate strong achievements in student wellbeing,leadership and learning culture. Opportunities exist for students to participate in an increased number of extra–curricularactivities including sports, dance, choir, band, drumming, drama, chess club, gardening, public speaking and debating.These programs foster positive and respectful relationships between staff and students and enhance learning culture.The school’s welfare committee has led initiatives to embed the PBL principles of learning, respect, responsibility andsafety. Specific programs targeting individual and identified school needs are implemented, including Peer Support andResilience Programs.

The domain of Teaching has focused on effective classroom and collaborative practices and professional learning. Theincreased effective use of technology in classrooms continues to be a focus. All classrooms have interactive whiteboardsor televisions, computers, ipads and Chromebooks to engage students in learning. Teachers have engaged in trainingsessions on incorporating technology into lessons. Formative assessment and bump–it–up walls provide effectivefeedback to students and guide teachers' planning. Community links with local schools allowed for classroom visits toenhance learning. The reviewed spelling scope and sequence was implemented and scope and sequences developedfor History, Geography and Science & Technology, with formative and summative assessment practices in Numeracyalso collaboratively developed.

In the domain of Leading, the school has implemented the many new reforms and mandatory processes. The LMBRsoftware was introduced. School staff have contributed significantly to monitoring the School Plan. Teachers engaged inprofessional development plans while beginning teachers were supported through the accreditation process. The 'TellThem from Me' and school based surveys provided valuable feedback to inform planning for the 2018–20 cycle.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students. For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide



Strategic Direction 1

Curriculum / Teaching & Learning: Provide quality teaching and learning programs across all key learning areas.

Purpose

Literacy and numeracy and knowledge of key disciplines remain the cornerstone of schooling for young Australians.Schooling should also support the development of skills in areas such as social interaction, cross disciplinary thinkingand the use of digital media which are essential in all 21st century occupations. (Melbourne Declaration, Preamble)

Overall summary of progress

2017 was the second year for all teachers to implement the new K–6 Spelling Scope and Sequence to address thespecific needs of students. Students’ strengths and weaknesses were re–assessed in 2016, prior to fine tuning thedocument. This gathering of information proved invaluable when designing the scope and sequence and drove theelements included in the document. As part of the management plan, post–testing occurred again in Term 3 2017 andthe results were again encouraging. Across every grade significant improvements to children’s spelling has occurred. Inaddition, TWS–4 was administered which gave a better understanding of the ability of top students. Implementation ofthe K–6 Spelling Scope and Sequence will continue in 2018 but the school will also focus on transferring spelling skills towriting.

In Numeracy, classes across the school successfully implemented term planners which are reflected in teaching andlearning programs, ensuring explicit and systematic teaching and learning progressions. Differentiated lesson plans,learning intentions and success criteria for each area of numeracy were created, ensuring differentiated lessons were anintegral component of the teaching and learning cycle. A digital copy was placed in staff share for easy access andresulted in consistent use by all teachers.

Semester 1 and semester 2 numeracy summative assessments were designed, conducted and results for K–6 wereplaced by classroom teachers in Edupro on Sentral. All results were also placed on an excel spread sheet for furtheranalysis and forward planning.

Two staff members completed the initial three days training to become TEN (Targeted Early Numeracy) trainers. This willprovide a major direction K–3 in the upcoming school plan. As a follow up, current resources were analysed, newresources purchased and distributed in preparation for 2018.

The school has continued to fund expansion of personal devices into classrooms and currently has 91 Chromebooks andover 65 ipads. Each classroom has access to devices with the intention of having at least 10 devices available in eachroom. There is also weekly class access to a fully functioning computer lab.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Improved proficiency in spelling,grammar and punctuationmeasured through school data,improved NAPLAN trend dataand student growth.

$24500 On average across the entire school spelling resultshave improved by 4% from 2016 to 2017. The mostsignificant growth came from the lowest performingstudents where the percentage of children who fellin the below average range was reduced by 8%. Ofthe total children who repeated the assessmentfrom 2016 to 2017, 43% of Year 1 to Year 2children and 73% of Kindergarten to Year 1 childrenincreased their spelling score by 13 months ormore. Supporting school data, no year 3 studentand only 5% of Year 5 students fell in the lowestNAPLAN band for spelling. Year 3 trend data forspelling has shown continuous significantimprovement since 2015 and 66% of Year 5students grew at above the expected rate of growthsince Year 3.

Improved proficiency in numeracymeasured through school data,

$2500 Year 3 trend data shows continuous and significantimprovement since 2014. Mawarra is now






increased NAPLAN trend dataand student growth.

.

performing consistent with the DoE state average.No Year 3 student fell in the lowest band forNumeracy.

44% of Year 5 students grew at a rate greater thanthe expected growth from Year 3 to Year 5.

Consistent student growthdemonstrated through schoolassessment schedule andanalysed in SENTRAL

The school's assessment schedule was updated toinclude current formative and summativeassessments in literacy and numeracy. Results aremonitored by stage leaders and the LearningSupport Team.

Student access to currenttechnology increased.

$75309 The school has continued to implement personaldevices into classrooms and currently has 91Chromebooks and over 65 ipads. Each classroomhas access to devices with the intention of having atleast 10 devices available in each room. There isalso weekly class access to a fully functioningcomputer lab.

Students producing andcommunicating individualresearch based learning tasks.

The new science, history andgeography syllabi will beimplemented uniformly across theschool following the schoolsscope and sequence.

$1273 History and Geography units have beenimplemented across all stages. New researchbased units, following the new scope and sequencehave been created. New resources to supplementthe units have been purchased for the teacherresource section of the library and used by teachersto provide engaging learning activities.

To support science and technology with anemphasis on hands on investigations, equipmenthas been purchased to supplement the newresearch–based programs. The new units havebeen designed and shared in 'Staffshare' for all staffto access through the school intranet.

All staff participating in classroomobservations process.

$17200 All teachers have been involved in the classroomobservations process. This has been integrated intothe weekly timetable with funding made availablefrom the the QTSS initiative .

PLAN data showing growth for allstudents in Numeracy aspects.

$2500 Analysis of long term PLAN data shows continuousschool improvement.

In numeracy, in forwards number sequences, inTerm 4 2012, 2% were performing at cluster 1, 4%at cluster 2, 6 % at cluster 3, 38% at cluster 4, 50%at cluster 5 and 0% at cluster 6. In term 4, 2017 100% of students were performing in cluster 6.

In Early arithmetical strategies in 2012, 4% wereperforming in cluster 0, 27% at cluster 1, 58% atcluster 2, 10% at cluster 3 and 0% at cluster 4. Byterm 4 2017 18% of the students were performing incluster 3 and 82% were performing in cluster 4.

Next Steps

In literacy no further adjustments were made to the K–6 Spelling Scope and Sequence for implementation in 2018 and itwill continue to provide systematic and explicit instruction in spelling K–6. The school will also focus on transferringspelling skills to writing in 2018. Teachers in Kindergarten and Year 1 will complete L3 training over the next two years.


In Numeracy, the training of early stage 1 and stage 1 and year 3 teachers in TEN (Targeting Early Numeracy) willprovide better differentiation, targeting individual students' needs. Professional learning, demonstration lessons, teamteaching and classroom observation opportunities will be provided during stage meetings and quality teaching time.Differentiated TEN numeracy groups will be set up by the end of term 1, 2018 and the TEN programming will beimplemented in all K–3 classrooms from the beginning of term 2. Student data will be collected each 5 weeks to monitorstudent progress.

The use of technology will be a strategic area in the next three year plan. Further hardware expansion will enabletechnology to be used to engage staff and students, build staff and student skills and assist with engaging thecommunity.



Student Engagement and Welfare: Maximise student opportunities for rewarding and productive futures.

Purpose

As well as knowledge and skills, a school’s legacy to young people should include national values of democracy, equityand justice, and personal values and attributes such as honesty, resilience and respect for others. (MelbourneDeclaration, Preamble)


At the beginning of the year all classes reviewed the school discipline policy, reward system and consequences forgood/poor behaviour. All classes participated in Anti–bullying lessons. K–1 followed the "Bigger than a Bully program"while years 2 – 6 taught lessons from the "Target Bullying!" program. The school worked with the Regional PBL team toconduct an in depth survey of the Mawarra Movers program and is awaiting the report. A Peer Support program onResilience was implemented in Term 2 and The Resilient Doughnut program was implemented in term 3. Term 4 sawChild Protection being taught in all classes K–4. Stage 3 students participated in Human Sexuality lessons whichincluded child protection. The Student Welfare Team reviewed the School Discipline Policy and Playground dutyexpectations for 2018. The Committee reviewed the consistency of giving awards across the school and includedacknowledgement of students who have attended other schools during their primary years with a recognition silver awardfor every 2 years.





• Increased participation in theClub Zero celebrations andrecognition through gold andsilver recipients • Decreased numbers ofstudents on behaviour levels • Students, staff and parentsable to articulate the language ofMawarra Movers • Increased studentself–regulation and use ofpositive strategies • Increased leadershipoportunities and skills • Comparison of student andparent surveys, statistical dataand teacher consultation showingincreased engagement (eg Tellthem from Me)

$2130 At the end of term 4, 95.4% of students participatedin the Club Zero Celebrations for the term. This isconsistent with data across the year which showed93 – 95% of students participated each term. 72%of students received a recognition certificate forexemplary behaviour, and no incidents recordedthroughout the entire year.

• Increased resources to enabletechnology to be used to increaseengagement in learning

$75309 The school has continued to implement personaldevices into classrooms and currently has 91Chromebooks and over 65 iPads. Each classroomhas access to devices with the intention of having atleast 10 devices available in each room. There wassuccessfully trialling the NAPLAN Online Test inpreparation for delivery of this test by 2019. Therehas been continued development of student andstaff skills in the use of cloud computingapplications including Google Apps for Educationand Microsoft Office 365. There was a significantupgrade to the school Local Area Network includingimprovements to connectivity for demountableclassrooms and WiFi access points in allclassrooms. The recruitment of specialisedtechnology staff led to improvements to school–






• Increased resources to enabletechnology to be used to increaseengagement in learning

based network and infrastructure.

• Increased sustainable practicesthroughout the school.

$763 During 2017 the Environmental focus was onstreamlining the school's composting process. Aworkshop was held at school by the MacarthurCentre for Sustainable Living group. Students weretrained in what was needed in a healthy compost.Composting bins were setup for each day of theweek. In addition the vegetable garden andsunflower beds were re–soiled and planted out bystudents to produce crops of spinach, tomatoes,potatoes and sunflowers. Using money from theSRC, herb gardens and sensory gardens were alsocreated, soiled and planted to provide a widervariety of produce and plants for students to learnabout.

• Improved engagement in theplayground through increasedopportunities and resources.

$4000 This year the committee installed a bubbler in thetop playground to cater for lunchtime play andtraining, completing the current plan for playgroundimprovements. Maintenance of the volleyball courtand table tennis tables continued to provideadditional lunchtime engagement activities.

Next Steps

In 2018 the focus for peer support will be "Living Positively" which looks at optimism. The student welfare team willcontinue to refine the Mawarra Movers program in response to student, parent and regional PBL team recommendations.Further opportunities for student recognition and reward for positive behaviour and engagement will be developed.Further work will occur in the playground to increase levels of engagement in productive and social activities.

Technology will be a whole school focus, improving student and staff skills and engagement, whilst continuing to improvethe level of hardware and the quality of the school's network. Further use of cloud based computing will enhance staff and student productivity and collaboration. Staff training will transform the way mobile devices are used as a tool forteaching and learning. Technology will also be used to increase community engagement.

Environmental Education, while not continuing to be a focus in the next school plan, will be maintained as a schoolstrength. Maintenance of the seasonal vegetable gardens and orchard will continue, along with waste reduction thoughthe use of worm farms and composting. A covered self watering raised garden bed will be established.



Community Partnerships: Foster partnerships between students, parents, families and the community to supportstudents’ progress.

Purpose

Partnerships between students, school, parents, families and communities bring mutual benefits and maximise studentengagement and achievement. Partnerships engender support for the development and well being of young people andtheir families and can provide opportunities for young Australians to connect with their communities, participate in civiclife and develop a sense of citizenship. (Melbourne Declaration, A commitment to Action)


The use of technology to engage and inform parents is increasing with success. An increasing number of teachers areexperimenting with apps like Class Dojo and Seesaw to improve communication with parents and even send worksamples home, including video clips. School Enews is now the primary form of communication between the school andhome.

ATSI students and the Aboriginal Education Committee continue to raise the profile of Aboriginal culture through theMawarra Mob and through curriculum and extra curricular activities. ATSI students are provided with additional supportto achieve their goals.

The school has strengthened ties with Elderslie High School and other local community groups and businesses. Theschool's performing groups are an ideal way to forge new connections with the community.





• Increased subscription to anduse of School E–news, ParentOnline Payment system andelectronic interview bookings • Increased functionality, contentand visits to the school website.

$600 No parent is is now requesting paper copies of theschool's newsletters and notes. 76% classroomsuse either Class Dojo or Seesaw as an additionaltool to communicate with parents. 15 parentsattended a Cyber–safety information session tosupport Life Education Cyber–safety talks. Only 2parents attended the Resilience Doughnutworkshop.

Outdated content on the school's website wasremoved to make it a more generic informationsource than a news page. Approximately 400people visit the school website on a weekly basis.

Students' participation inAboriginal initiatives increased.

$9817 Parents of ATSI students were consulted on theformulation of PLPs for Aboriginal Students.Students attended the MAC Day excursion withlocal Elders and Olders, along with other local ATSIStudents. All students K–6 were subsidised toattend a workshop by Aboriginal storyteller SeanChoolburra.

Current connections with thecommunity strengthened andnew connections created.

Links with Elderslie High School remain strong, withstudents attending transition programs in science,drama, dance and vocal performance. The Theschool attended the high school's dance andmusical functions and enhanced the transitionprocedures for students with additional transitionneeds.

The school band, drumming, MMMs and dancegroups have continued to be ambassadors for theschool performing in community events.






Current connections with thecommunity strengthened andnew connections created.

Local community groups and businesses nowsponsor numerous awards at the end of yearPresentation Assembly.

Next Steps

Technology will be used over the next three years to further engage parents and the community. This will be a part of theTechnology strategic direction in the 2018–2020 school plan. The school will tap into the growing power of social mediaand use video options such as Filmpond to connect with busy parents.

The Aboriginal Education Committee, under a change of leadership will continue to forge new connections with the widerATSI community and provide cultural opportunities for the ATSI and non–ATSI students of the school.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $9817 Continued improvements were made to theoutdoor Aboriginal learning area. Theseincluded students working on Australiannative plantings & ATSI student rockpaintings.

The whole school was subsidised to have theopportunity to engage with an Aboriginalstoryteller Sean Choolburra.

All 3–6 students identified as ATSI wereinvited to a attend The Australian BotanicGardens with Aboriginal Olders/Elders, withmost identified students attending.

The Welcome to Country created bymembers of the Mawarra Mob in 2017 wasused at all school functions and received wellby the community.

All ATSI students had PLP's developed,monitored and evaluated with some targetedstudents receiving intensive support toachieve goals.

English language proficiency $5088 Identified EALD students were reviewed andongoing support was given to selectedstudents with additional identified EALDneeds.

Improvement was identified in the areas ofspelling, grammar and punctuation.

Low level adjustment for disability $129883 In the area of Learning support, fundingallowed for classroom observations,development of Access Requests, themanagement of SLSOs and volunteers, andto consult with APLaST.

In consultation with the LST leader, LaSTsacross all stages assessed the needs ofidentified students and created studentprofiles to address specific learning needs. Inaddition to this, support was given toclassroom teachers, LaSTs and SLSOs toensure programs were developed andimplemented, thus improving studentengagement and outcomes.

Funding also allowed SLSOs to be employedto support students individually or within agroup.

2017 saw a significant amount of training forLaST and SLSO covering dyslexia, severereading disability, understanding personalisedlearning plans, behaviour support and autismsupport. This new knowledge and skills addedto the success of programs and expertise inthe school.

Quality Teaching, SuccessfulStudents (QTSS)

$58323 Funding provided time for stage leaders todevelop and implement professionaldevelopment plans for staff.


Quality Teaching, SuccessfulStudents (QTSS)

$58323 In weekly sessions, staff engaged inprofessional dialogue, team teaching, visits toother classrooms, visits to other highperforming schools, professionalobservations, cooperative planning andprofessional learning sessions.

Major improvements to teaching practiceincluded introduction of visible learning andsuccess criteria used in classrooms,improvements in formative assessmentpractices and shared knowledge in thedifferentiation of numeracy teaching.

Socio–economic background $51300 An SLSO was funded 8 hrs/wk to run theMiniLit program for identified students in Year1 and 2. 12 students completed the programin 2017.

The Band teacher was released from class for30 mins/wk to provide band experience forstudents 3–6. This year the senior band had28 members, performing at schoolassemblies and community events.

The beginner band had 25 members. Tosupplement private lessons they weretutored by the band coordinator and somesenior band members, completing their firstperformance at the school showcase and endof the year performance.

An additional 2 hours/wk was funded for theSchool Chaplain to provide support forstudents 2 full days per week. The chaplainsupported numerous individuals andorganised groups to meet student needs.

The Sport Coordinators were funded 1hr/wkto organise the large number of students whoparticipate in trials, gala days, knockouts andPSSA participation. Students were selected toparticipate in zone, regional and state teamsacross a number of sports.

A teacher was funded 1.5 hrs/wk to provideenrichment programs to higher performingstudents. Programs were designed innumeracy, writing and STEM (Science,technology, engineering, mathematics).

Funding was also used to support familiesexperiencing financial difficulties to pay forexcursions and school events.

Additional teachers were employed to allowparticipation in extra curricular events. Inorienteering, students were trained and wereawarded first in the state for the fourthconsecutive year.

Funding for chess allowed the school toparticipate in interschool chess competitions.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 220 227 243 241

Girls 197 203 207 203

After a peak in 2016, and with no further developmentin the school's catchment area, the enrolment has beenmaintained. There is unlikely that the school willcontinue to grow.

Student attendance profile

School

Year 2014 2015 2016 2017

K 97.2 96.1 95.9 96.5

1 96.2 94.8 95.1 94.7

2 95.4 95.5 94.8 95.1

3 96.2 94.8 93.7 95.2

4 96.5 94.6 93.5 94.4

5 95.8 96 94.2 93.6

6 95.6 94.5 93.4 94.9

All Years 96.1 95.2 94.4 94.9

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Attendance at Mawarra continues its trend of beingabove the state average. Parents and the school strivefor good attendance by all students. The school hassystems in place to follow up on absences and worksclosely with the Home School Liaison Officer.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 15.89

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 0.8

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

3.12

Other Positions 0

*Full Time Equivalent

The Australian Education Regulation, 2014 requiredschools to report on Aboriginal composition of theirworkforce.

One member of staff at Mawarra has Aboriginalheritage.

Workforce retention

One long term member of staff transitioned from leaveto retirement an 2017, while two other long termmembers of staff also retired. Three new staff memberswill begin in 2018.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 20

Professional learning and teacher accreditation

Two early career teachers were provided withadditional support time in their first year of teaching,funded by the Great Teaching Inspired Learninginitiative. They also had a mentor allocated time to work


with them at this crucial time.

One teacher successfully achieved maintenance ofproficiency.

All teaching and support staff were trained inmandatory anaphylaxis procedures, first aid and CPR.Other regular compliance training was conducted inareas of child protection, complaints handling, code ofconduct, and work health and safety.

All teaching staff participated in further professionallearning on the Australian Teaching Standards and theDisability Discrimination Act. A major schoolprofessional learning focus on formative andsummative assessment introduced improved datacollection and feedback. Two staff members attendedan Apple Cluster Learning Initiative and receivedaccreditation from Apple. Professional learning forSASS staff centred around the implementation of newLMBR software and procedures.

The Quality Teaching, Successful Students initiativefunded time for teachers to work with mentors andpeers, in classrooms, to improve teaching practice.

Each teacher established a Performance andDevelopment Plan (PDP) to set goals for learning,based on school and personal needs. These weremonitored throughout the year for teachers todemonstrate continual learning in their profession.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 226,643

Revenue 3,847,568

Appropriation 3,550,663

Sale of Goods and Services 29,487

Grants and Contributions 263,649

Gain and Loss 0

Other Revenue 0

Investment Income 3,769

Expenses -3,784,483

Recurrent Expenses -3,784,483

Employee Related -3,345,514

Operating Expenses -438,969

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

63,085

Balance Carried Forward 289,728

The school was in its first full year using the SAPfinance system. A budget committee comprisingexecutive, teaching and SASS staff planned an initialbudget, taking into account available funding, theschool plan and other school priorities.

The budget was monitored using the new SAP reports.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.


2017 Actual ($)

Base Total 2,895,854

Base Per Capita 68,772

Base Location 0

Other Base 2,827,082

Equity Total 176,762

Equity Aboriginal 13,473

Equity Socio economic 39,714

Equity Language 5,088

Equity Disability 118,486

Targeted Total 122,472

Other Total 212,392

Grand Total 3,407,479

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

School-based assessment

The school has an annual assessment scheduleoutlining the school based and standardised testing anddata collection by each grade.

Data is regularly collected and stored for reading levels,spelling and numeracy.

Formative assessment is used to plot students on theliteracy and numeracy continuum and this data isentered into the Department's PLAN software foranalysis and further planning.

Specific school based assessment is completed toinform the school of progress and achievement in focusareas. Specific assessment to monitor the success andimplementation of the spelling scope and sequenceindicate that: • Across every grade significant improvements to

children’s spelling has occurred. • The lower performing students made the most

significant gain, followed by the middle rangestudents.

• The top performing students continue to excel inthe area of spelling.

• On average across the entire school spellingresults have improved by 4% from 2016 to 2017.

• The most significant growth came from the loweststudents where we have reduced the percentageof children who fell in the below average range by8%. Of the total children who repeated theassessment from 2016 to 2017, 43% of Year 1 toYear 2 children and 73% of Kindergarten to Year1 children increase their spelling score by 13months or more.

Analysis of PLAN Data

All teaching staff use the literacy and numeracycontinuums to gather assessment information, trackand monitor student progress, guide future learning andas a tool for communicating with students and parents.The continuums assist teachers when making thenecessary adjustments to their programs to meet theneeds of their students when developing differentiatedprograms, units of work or lesson plans as well assupporting the development of individual learning plans.Information gathered about student progress along theliteracy and numeracy continuums assists the LearningSupport Team when identifying students who needextra support and determines which aspects of learningneed support. It also highlights the students who areworking well beyond and helps identify students for theGifted and Talented Programs.

Plan data results show an upwards trend in bothliteracy and numeracy. An analysis of Plan data 2012 to2017 reflect this upward trend.

In Literacy, reading texts term 4, 2012, 2% of studentswere performing in cluster 2, 13% in cluster 3, 21% incluster 4, 11% in cluster 5 and 1 % in cluster 6. By


2017, students results were; 1% in cluster 6, 1% incluster 8, 5% cluster 9, 20% cluster 10, 23% cluster 11,3% cluster 12 and 1%cluster 13.

In writing, term 4, 2012, 2% of students wereperforming in cluster 1, 2% in cluster 2, 35% in cluster3, 56% in cluster 4 and 4% in cluster 5. By2017,students result were; 3% in cluster 6, 6% cluster 7, 9%cluster 8, 13%cluster 9, 38% cluster 10, 31% cluster11.

In numeracy, in forwards number sequences, in Term 42012, 2% were performing at cluster 1, 4% at cluster 2,6 % at cluster 3, 38% at cluster 4, 50% at cluster 5 and0% at cluster 6. In term 4, 2017 100% of students wereperforming in cluster 6.

In Early arithmetical strategies in 2012, 4% wereperforming in cluster 0, 27% at cluster 1, 58% at cluster2, 10% at cluster 3 and 0% at cluster 4. By term 4 201718% of the students were performing in cluster 3 and82% were performing in cluster 4.

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

In Reading, trend data for Year 3 has continued toshow continuous improvement since 2015. Only 4% ofYr 3 students fell into the lowest band for Reading,compared with 6% for the state average. There hasbeen an upward trend in band performance, wheremore Year 3 students are performing in bands 4 and 5.In Year 5 results, while trend data did not continue toimprove in 2017, student growth between Year 3 andyear 5 was well beyond state performance at 88.5,compared with 78.2 for the state. Reading growth forYear 7 students from Mawarra (49.9) was above thestate growth rate of 46.3. It is a challenge for the schoolto move a greater proportion of students into the topband across Years 3, 5 and 7.

In Spelling, no Mawarra student in Years 3 and 7, andonly 2% in Year 5, fell into the lowest band for spelling.Trend data shows continuous improvement for Year 3since 2015. After 4 years of continuous improvement intrend data for year 5, this year saw a slight fall, to bealmost consistent with the state average. Trend data forYear 7 has also shown continuous improvement since2014. Average growth for Year 5 students in Spellingwas 99.8 compared with 89.6 for the state, while growthin Year 7 was 54.1 compared with only 52 for the stateaverage.

In Grammar and Punctuation, trend data for Year 3showed significant improvement to be equal to stateperformance. Trend data for Year 5 fell below stateperformance, however growth for these students sinceYear 3 was almost consistent with state growth. Trenddata for Year 7 showed consistent improvement since2015, with Mawarra students now performing betterthan state average. Growth for these students at 48.0far exceeded state growth of 37.0. As with reading, andwith spelling, it is the school's next challenge toincrease the proportion of students in the highestperforming band.

In Year 3 writing results, 71.5% of students performedin the top two bands. Trend data was also positive withYear 3 students continuing to perform far above stateaverage. In Year 5, students were over represented inthe middle bands, with trend data falling below stateaverage. In Year 7, data showed a reduction ofstudents in lower bands and an increase in studentattaining the highest band. Trend data for Year 7 hasalso shown continuous improvement since 2013, withstudents now performing above the state average.

In Numeracy, Year 3 trend data has shown continuousimprovement since 2014, with students now performing


consistent with state average. No Year 3 student fellinto the lowest band for numeracy. Results showedrelatively equal performance in Number Patterns andAlgebra as well as the areas of Data, Measurement,Space and Geometry. Following two years ofcontinuous improvement in numeracy for Year 5, thisyear data showed performance dip to below stateaverage. This group of students also showed growthbelow that of state growth. Particularly, studentsshowed difficulty with questions relating to decimalsand problem solving in questions presented aslanguage–rich sentences. Year 7 trend data has showncontinuous improvement since 2014, but is still slightlybelow state average. Students are over represented inthe middle bands. Performance was far stronger inNumber Patterns and Algebra than in the area of Data,Measurement, Space and Geometry.

It would be a school goal to increase the number ofYear 5 and 7 students performing in the top band, andto assist students with skills to attack word problems.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

The small data set for Aboriginal students fromMawarra is not great enough to report on theimprovement of ATSI students in line with the Premier'spriorities.

Parent/caregiver, student, teachersatisfaction

The school participated in the Tell Them From Mesurveys for the second time in 2017. The surveysprovide valuable feedback on what students think aboutschool life, how engaged they are with school and thedifferent ways that teachers interact with them.

Highlights or significant responses from thestudent survey included: • A far higher participation in sports and other extra

curricular activities as compared with stateresponses. This was common across all groups.For example 91% of Mawarra girls respondedpositively to extra curricular participationcompared with 66% for the state.

• Students' positive sense of belonging was abovestate in younger students but declined asstudents aged.

• Students admit to having significantly lowerpositive homework habits than the state norm.

• Students' level of interest and motivation declinedas they reached Year 6.

• Student who responded that they were victims ofbullying at school was well below the state norm.

Highlights or significant responses from the parentsurvey included: • Parents responded more favourably than the

state norm about being easily able to speak withtheir child's teacher.

• Parents responded that parent activities are notscheduled at times when they can attend, moresignificantly than the state norm.

• Parents indicated that they are not as wellinformed of school activities as the state norm.

• The school reports were presented in a languagethat parents could understand.

• Children are clear about the rules for schoolbehaviour, significantly better than the state norm.

• Parents responded poorly to the statement "Theschool helps to prevent bullying". (Howeverstudents see themselves as bullied far less thanother state schools)

Highlights or significant responses from the staffsurvey included: • Staff indicated that they receive valuable

feedback from school leaders about their teachingbut would like leaders to create new learningopportunities for students.

• Responses show a culture of collegiality, withresponses about professional dialogue strongerthan state norms.

Policy requirements

Aboriginal education

At Mawarra Public School 3.6% of students identifiedas Aboriginal or Torres Strait Islanders. Many schoolinitiatives have been implemented to ensure that thisgroup of children have the opportunity to maximise theirlearning in an inclusive and respectful environment.The school plan, classroom programs and practices allinclude strategies that reflect the aims of the AboriginalEducation Policy. Studies of contemporary andtraditional Aboriginal society and culture have been afocus in HSIE and history lessons. All K–6 students atMawarra participated in activities to celebrate NAIDOCWeek.

ATSI students from the 'Mawarra Mob' met regularlyduring the year and completed an Aboriginal Dreamingarea to display the Aboriginal flag and promoteharmony. The Mawarra Mob also attended activitieswith Olders and Elders. All students were appreciativethat one of the school grandfathers, an AboriginalOlder, was involved with all ATSI activities, where heassisted in sharing his knowledge with students as wellas sharing his connections with the Aboriginalcommunity. All ATSI students had PLPs developed andthose with additional learning needs had allocatedintensive support.

Multicultural and anti-racism education

This year Mawarra again welcomed students fromKashiwa, Japan, as part of a cultural exchangebetween Camden and Kashiwa run by C.I.F.A.(Camden International Friendship Association). TheJapanese students enjoyed an assembly withentertainment provided by the various Mawarra creative


arts groups.

The highlights were a performance by the Japanesestudents and the school band performing the Japanesenational anthem. The Japanese students joinedMawarra students in classrooms. Japanese studentsstated that coming to Mawarra is one the highlights oftheir Australian experience.

The school has an anti–racism officer but there havebeen no instances of racism reported in 2017.

Other school programs

Public Speaking and Debating

Mawarra had a successful year with public speakingand debating, with high involvement across the school.Mawarra was again very successful in the statewideMulticultural Perspectives Public Speaking Competition.Two students from both stages represented Mawarra atthe local final. In the Macarthur Area Public SpeakingCompetition, one student from each stage representedMawarra at the zone final. Two students received'highly commended' awards and our ES1 student wonher division and competed in the competition's final.Mawarra entered two debating competitions this year.The Year 5 teams entered the Sydney Primary SchoolsDebating Competition, with one team winning the zoneand finishing in the final 25 schools in NSW. The Year 6teams entered the Premier's Debating Challenge, withone team winning their zone.

Special Swimming Scheme

Of the 108 children who attended 2 children wereunable to achieve a survival distance, 65% were able toswim 1–10 metres, 19% 11–25 metres, and 15% swam 25 metres or more by day 9 of the scheme.

Dance

The school dance groups (Senior, Year 4, Year 3 andK–2) were extremely popular. The groups performed atschool assemblies, Elderslie High School DanceSpectacular and were outstanding at the MawarraPerforming Arts Showcase. They demonstratedexcellent skills in dance and choreography. 7 studentswere selected in the Elderslie High School DanceTransition Program.

Sport

The school was well represented across various sportsin 2017. Years 3 – 6 students participated in summerand winter gala days developing various team basedskills. Mawarra were successful as runners up orwinners across a number of sports. Many studentsrepresented Mawarra at swimming, cross country andathletics zone carnivals. As well, 7 studentsrepresented SSW Region at NSW PSSA StateChampionships. Additionally, Mawarra achievedsuccess in the NSW PSSA State Knockouts for netballand soccer. Both teams progressed through to round 6which is a great achievement for a school of our size.The senior boys Tiger Shield soccer team were outright

winners of the competition this year.

Fundamental Movement Skills

Students from K–6 at Mawarra Public School enjoyedparticipating in explicit weekly fundamental movementskills lessons. These lessons have enabled students toparticipate in games, sports, dance, gymnastics andphysical recreation activities with greater confidence astheir skills developed throughout the program. Thefundamental movement skills developed through Healthand Physical Education include: static balance, running,leaping, jumping, hopping, dodging, galloping, skipping,throwing, catching, kicking and striking.


Date post:	11-Jul-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

2017 Mawarra Public School Annual Report · [email protected] 4658 0990 Message from...

Documents